TRAINING AND ICT TO DEVELOP COMPETENCES: A MULTIVARIATE ANALYSIS IN ENGINEERING STUDENTS

The effectiveness of ICT in learning skills divide researchers. Clark (2009) argues that ICTs bring benefits as tools for instructional design practices for teachers to change teaching methods but lack any impact on motivation, performance, or the success of student learning. Kozma (1994) opposed this approach, because it states that the incorporation of ICT in education is more than "mere vehicles" requires understanding them to establish appropriate learning and get all their potential relationships. This theory is reinforced by Bailey et al. (1994), who argue that ICT improves individualized training, increased interaction and e-learning, which translates into better results. Arranz and Aguado (2005) also argue that ICTs have limitations for skills training. Public opinion adopts a skeptical stance, even believes that ICT training is less valuable than classroom training (Taylor et al., 2011). However, Bell & Federman (2013) conclude that ICT in e-learning contexts are "as effective as the traditional classroom". What is the origin of such different conclusions?

Cogliser (2013) and Alvarez (2013) show that many investigations conclude on results obtained after application in virtual contexts own strategies of classroom training contexts. Alvarez (2013) concludes that integrate ICT applying the traditional methodology provides results similar learning in developing specific skills, but results in higher attendance in the motivation and problem solving. He also recommends the incorporation of ICT, more tutoring by teachers, the need to adjust the methodology and adapt instructional design. Elements that Clark (2010) calls "active ingredients" as determinants of success for learning and not the context, virtual or in person.

This study has two objectives. The first is to compare the development of generic skills, teamwork, commitment and communication, teachers and university students in front of the virtual classroom mode. The second objective is to examine the frequency of use of techniques and tools to analyze the relationship with the competency assessment. A total of 257 people participated in the study between teachers and students from Universidad Politécnica de Madrid (UPM) and Universidad a Distancia de Madrid (UDIMA).